Relationships game

ABSTRACT

A game designed to facilitate the formation of new relationships and deepen existing relationships by accomplishing an assigned task within the game. The game involves the players&#39; personalities, traits, emotions, and opinions. Players gather evidence, alibis, or other information needed to solve a mystery by making inquiries and exchanging information. The game has two general formats: the “Networking” format being a setting in which any of eight or more players visit other players or settings to gather and exchange information in order to acquire evidence used to solve a mystery; and the “Family” format being a setting for up to ten players, the players gathering around a playing surface and answering personal questions, sharing and learning information about each other in exchange for evidence used to solve a mystery by considering Alibis and Evidence.

FIELD OF THE INVENTION

This invention relates to games and, more particularly to a game designed to facilitate the formation of new relationships and deepen existing relationships.

BACKGROUND OF THE INVENTION

Historically, board games have been played in many societies. Discoveries made at archaeological sites in Turkey, Syria, and Iraq have unearthed ancient games and evidence that indicate ancient Egyptians also played board games.

The game called Senet, from earlier than 3000 B.C., is the oldest board game, consisting of a grid of 30 squares arranged in three rows with two sets of pawns. The game was played as a way to contact deities. It was believed that the successful player was protected by the gods Ra, Thoth, and Osiris. This game was often placed within tombs. In fact, Senet was pictured in a fresco found in Merknera's tomb and Queen Nefertari was portrayed in her tomb while playing Senet. The game was referred to in the Book of the Dead.

Backgammon is also a game from about the same period as Senet, originating in Persia more than 5,000 years ago. Chess, Pachisi (Parcheesi), and Chaupar originated in India, the games, Go and Liubo originated in China, Shax originated in Somalia, Bao originated and is still played in eastern Africa. Patolli originated in Mesoamerica and played by ancient Aztecs, and the Royal Game of Ur was found in the Royal Tombs of Ur, dating to Mesopotamia 4,600 years ago.

A list of games was compiled by Gautama Buddha, who is reputed to have warned his disciples not to play certain games because he believed them to be a waste of time that distracted from the pursuit of wisdom and enlightenment. This list dates from the sixth or fifth century B.C. and is the earliest known list of games, including games of throwing dice and guessing a friend's thoughts.

Notwithstanding the specific game or games referred to by Buddha for guessing a friend's thoughts, few games have expanded beyond simple objective goals. Many games have been invented on all subjects over the ensuing millennia, but games that involve the players' personalities, traits, emotions, and opinions or games that facilitate the formation of new relationships and deepen existing relationships are rare, if not non-existent.

DESCRIPTION OF RELATED ART

U.S. Pat. No. 4,053,154 issued to Niemann for HOMICIDE BOARD GAME on Oct. 11, 1977 describes a board game board game wherein each player is a detective who, through a multitude of clues, attempts to find the murderer through a process of elimination of potential suspects; the game including a playing board having playing paths representing streets surrounding the periphery thereof, a multitude of squares disposed along such playing paths representative of suspects' homes with each home having three distinctive leads marked on the playing space therewith; three decks of cards representing Weapon, Clue and Motive which are placed face down in appropriate locations on three of the corners of the game board; a dead body marker to be placed on the home space having the victim's name thereon with the detective players having to determine who killed the victim; a die for determining the number of spaces to be moved by each player on each turn; tokens or markers for marking a player's position on the game board; and a plurality of detective Notebook Sheets for use in recording the names of the persons visited by the detective in determining those which are suspect and for eventually determining by deductive reasoning the name of the killer; the winner of the game being the first to successfully determine the name of the killer or, alternatively, being the last player left on the board after all players have unsuccessfully attempted to name the killer, doing so with an incorrect name.

U.S. Pat. No. 2,959,871 issued to Honkavara for METHOD OF DETERMINING TYPE OF PERSONALITY AND APPARATUS THEREFOR on Nov. 15, 1960 describes a method of determining the psychological traits of a person using charts of geometrical FIG.s In different colors.

U.S. Pat. No. 3,940,863 issued to Kritzberg for PSYCHOLOGICAL TESTING AND THERAPEUTIC GAME DEVICE on Mar. 2, 1976 describes a game fostering the telling of a story based on iconographic stimuli. A set of objects and figurines are set up on a stimulus board. Each of these objects functions as an icon tending to invoke a significant primary emotion. Dice having different indicia on the faces thereof are thrown by the players. If a first indicia comes up, the players select one, two or three icons about which a story is told. The number of icons selected is a function of a numerical indicia on the die face. If a second indicia comes up, a card is selected which refers to an emotional category and calls for the player to tell a story about an icon on the board that fits the emotional category.

U.S. Pat. No. 4,230,321 issued to Smith for FAMILY RELATIONSHIPS CARD GAME on Oct. 28, 1980 describes a card game for teaching family relationships made up of a first group of cards carrying indicia, such as a name alone or in conjunction with an appropriate illustration, corresponding to the individual members of plural, adjacent generations of a family and including a plurality of cards for each such member; and a second group of cards carrying indicia descriptive of the relationships existing between any pair of different family members within these plural generations from the perspective of the particular player of the game and including a plurality of such cards for each such relationship for controlling during play the association of the family member cards in a predetermined pattern.

U.S. Pat. No. 4,684,135 issued to Bouchal STORY TELLING GAME on Aug. 4, 1987 describes a game for stimulating innovation and exercising fundamental thinking and communication skills. Each game player is provided with a game card which is imprinted with pictorial illustrations and legends characterizing a predetermined number of different kinds of stories which each player is to tell during the course of play. Each player in turn randomly selects the primary characteristics of a story to be told. The player then randomly selects a randomly predetermined number of graphic images, these being then used by the player in telling a story of the previously selected character. On successfully completing the telling of the story, the player is given a frame to place about the particular pictorial illustration bearing the characterizing legend for the story just told. The game is completed when a player has first provided frames about all the pictorial illustrations on his game card.

U.S. Pat. No. 4,934,708 issued to Kolkind for FAMILY QUIZ BOARD GAME on Jun. 19, 1990 describes a quiz game including questions about family members garnered through personal research and knowledge. The game includes a game board, tokens representing individual players, game cards resembling miniature buses having passenger spaces to be filled in by the player, and a pair of throw dice to determine the moves of the tokens on a sequential path on the game board. When a token lands on any of a number of certain spaces in the sequential path a question card is drawn and right or wrong answer given. A passenger space is to be filled in on the game card for each correct answer. A full bus and a right answer in a parking lot space wins the game.

U.S. Pat. No. 5,002,282 issued to Hanley for METHOD OF HAVING A CONCEPT INTEGRATION BOARD GAME on Mar. 26, 1991 describes a game where players verbally describe relationships between randomly chosen concepts. Each player is randomly given a set of markers representing a wide range of characteristics or facts of nature. Each player places a marker on any space in the playing lattice of the playing board. The first player picks a card which has a statement of physical, mental, physiological, spiritual or emotional characteristics of human beings and natural phenomena. Then that player must use the statement to describe the relation between the first player's placed marker and any other marker on the playing lattice which is inner-connected to the first player's placed marker, an inner-connection being defined as similarly colored lattice spaces connected by similarly colored lines running through the middle portion of the lattice. The other players vote on whether they find the described relationship acceptable. If acceptable, another marker from the first player's set of markers is placed on the playing lattice and play continues to the next player.

U.S. Pat. No. 5,599,020 issued to Fields for FORTUNE TELLING GAME USING CARDS on Feb. 4, 1997 describes a deck of fortune telling cards that includes multiple cards which depict people of different genders and age ranges. A person whose fortune is to be told is identified with one of the cards by writing the person's name on the card. The deck includes internal condition cards which depict different human conditions including emotions and attitudes. Quantity cards which indicate measurements of time and distance are included as are relationship cards which depict different human relationships. A question card having an area on which a question can be depicted or written is also included in case the fortune telling game is to be used for answering a question in an entertaining manner.

U.S. Pat. No. 6,029,975 issued to Siemers for PSYCHO-SOCIAL GAME THAT MEASURES EMOTIONAL DISTANCE BETWEEN PLAYERS' RESPONSES on Feb. 29, 2000 describes a method for determining the emotional distance between individuals by use of a game process wherein the players are provided with a number of hypothetical human interaction situations, offered a set of possible responses for each situation, and are also given an opportunity to create unique responses. A coding system is provided for prepared responses, and a response coding flow sheet is provided for determining the behavior category of the players' response. Players each set forth their response behavior code on the game board. The majority response is established, and the distance of each individual from the majority is determined.

SUMMARY OF THE INVENTION

In accordance with the present invention, there is provided a game having multiple game pieces including all or some combination of the following: name badges or other identification of players; means for attaching the name badges to players; cards of varying shape and color combinations identifying the players or locations; cards of varying shape and color combinations identifying information used in the game; a standard die or another form of random number generator, such as a multi-sided decimal die or a wheel with a spinner; and questions in the form of lists or appearing on cards. In the preferred embodiment, such questions inquire about information in four categories: “fun” cards that typically contain easy to answer questions about personal preference, facts and experiences; “zen” cards that typically contain slightly more personal questions about joy, travel and meaningful life experiences; “reflect” cards that typically contain thought-provoking questions regarding personal opinions, qualities in others and personal development; and “story” cards that typically contain questions requiring players to share a personal story or event from their life.

In the preferred embodiment, a list of suggested questions or question cards is provided, as are worksheets, suspect grids, suspect lists, game story cards, cards identifying information, and, in the Family Game, dry erase markers to solve a mystery, a puzzle, or some other suitable problem requiring a solution, any and all of which problems are described herein as a “mystery,” but which is meant to cover all such solvable problems. The game pieces needed depends on which format is selected: a Networking format, designed for larger numbers of people, such as greater than ten, or a Family Game format, designed for fewer numbers of players in a more intimate setting.

The inventive game is designed to facilitate the formation of new relationships and deepen existing relationships by accomplishing an assigned task (e.g., solving a mystery) within the game. The game involves the players' personalities, traits, emotions, and opinions. Players gather evidence or other information needed to solve the mystery by making inquiries and exchanging information, answering personal questions, sharing and learning information about each other in exchange for evidence used to solve the mystery.

The Networking format can be used:

in business settings;

(ii) in collegiate settings;

(iii) in children's school settings;

(iv) in youth group settings;

(v) in wedding and bridal settings;

(vi) for society and social events; and

(vii) in food and beverage settings.

The Family Game format can be used in a variety of settings as well, including:

(i) Neighborhood Gatherings

(ii) Small Scout Troops

(iii) Family Game Nights

(iv) Vacations

(v) Holiday Gatherings

(vi) Office Team Building

(vii) Small Collegiate Settings like Quads, Dorm Halls, and Study Groups

(viii) Children's School settings for small group work

(ix) Other small groups wishing to know each other better (e.g., Bridal, Youth, etc.)

Within the Networking and Family formats of the invention, two game versions are available for each: the “Evidence” version and the “Alibi” version. The Evidence version provides words that lead the player to assign certain attributes to the suspect, for example hair color, right- or left-handedness, shoe type, phone type, gender, and other personal attributes. The Alibi version provides a list of suspects to the player and, as they acquire information by playing the game, they learn which suspects have an alibi for the time period during which the crime was committed and, by process of elimination, find the remaining name representing the culprit.

The Networking format of the game requires a “Question of the Game,” which may be chosen from a provided list or created by the host. The Question of the Game is asked of each player and varies depending on the makeup of the players and the intention of the game. For example, the Question of the Game might pertain to a piece of personal information about the player in a social setting, a business strategy to be shared in a corporate setting, or a service project brainstorming exercise in a youth group or scout setting.

The Family format has different categories of questions—possibly Fun, Zen, Reflect and Story, as hereinabove mentioned, or having different category names, varying in style and depth of detail or knowledge required to answer them. Users are free to develop their own categories depending on the intended theme or audience of the game. Such variations are within the scope of the invention. These questions may consist of a variety of personal questions that most people in a range of ages would be able to answer, or may be replaced by themed versions geared towards particular audiences such as religious groups, adult style questions, humorous questions and other such question expansion packs.

Each format and version of the game may be thematically constructed depending on the intended use of the game and directed towards certain groups of people based upon age, vocation, and venue.

It is therefore an object of the invention to provide an entertaining and educational game.

It is a further object of the invention to provide a game, the object of which is to solve a mystery.

It is also an object of the present invention to provide a game that facilitates the formation of new relationships and deepens existing relationships between or among the players thereof.

It is a further object of the present invention to provide a game that involves players' personalities, traits, emotions, and opinions.

These and other objects and advantages of the present invention are more readily apparent with reference to the following detailed description and the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

A complete understanding of the present invention may be obtained by reference to the accompanying drawings, when considered in conjunction with the subsequent detailed description, in which:

FIG. 1 is a block diagram of a flow chart of a Networking Format of the inventive game using the Evidence Version, in accordance with the present invention;

FIG. 2 is a block diagram of a flow chart of a Networking Format of the inventive game using the Alibi Version;

FIG. 3 is a block diagram of a flow chart of a Family Format of the inventive game using the Evidence Version;

FIG. 4 is a block diagram of a flow chart of a Family Format of the inventive game using the Alibi Version;

FIG. 5 is a graphic representation of shape and color cards;

FIG. 6 is a graphic representation of Evidence cards;

FIG. 7 is a graphical representation of an Evidence worksheet used in the Networking Format, Evidence Version of the game;

FIG. 8 is a graphical representation of a speakeasy stabbing suspect grid for the example mystery used to illustrate the invention;

FIG. 9 is a sample list of suggested questions for Networking formats;

FIG. 10A is a graphical representation of two speakeasy stabbing suspect grids, each with individual clues illustrating the rule-out process;

FIG. 10B is a graphical representation of two speakeasy stabbing suspect grids, each with individual clues continuing the rule-out process, FIG. 10B placed next to FIG. 10A;

FIG. 11 is a graphical representation of the obverse side of Alibi cards;

FIG. 12 is a graphical representation of an Alibi worksheet showing color clues in tabular form as used in the Networking format;

FIG. 13 is a graphical representation of four categories of question cards;

FIG. 14 is a list of examples of “fun” style question cards;

FIG. 15 is a list of examples of “zen” style question cards;

FIG. 16 is a list of examples of “reflect” style question cards;

FIG. 17 is a list of examples of “story” style question cards;

FIG. 18A is a graphical representation of the Family Format Evidence game set up;

FIG. 18B is a graphical representation of a continuation of the Family Format Evidence game set up shown in FIG. 18A;

FIG. 19 is a graphical representation of Family Format Evidence cards;

FIG. 20 is a graphical representation of Family Format Evidence Decoy cards;

FIG. 21 is a graphical representation of a Family Format Evidence Version worksheet;

FIG. 22A is a graphical representation of Family Evidence Rule In/Out suspect grids illustrating the rule-out process;

FIG. 22B is a graphical representation of Family Evidence Rule In/Out suspect grids illustrating the rule-out process, FIG. 22B placed next to FIG. 22A;

FIG. 23 is a graphical representation of the Family Format Alibi game set up;

FIG. 24 is a graphical representation of the Alibi worksheet;

FIG. 25 is a graphical representation of the obverse sides of Alibi cards;

FIG. 26a is a graphical representation of clues used in the SCAVENGER HUNT game;

FIG. 26b is a graphical representation of an evidence worksheet used in the SCAVENGER HUNT game;

FIG. 26c is a graphical representation of instructions used in the SCAVENGER HUNT game;

FIG. 26d is a graphical representation of a host story card used in the SCAVENGER HUNT game;

FIG. 27a is a graphical representation of the first part of instructions used in the TRUE/FALSE Networking game;

FIG. 27b is a graphical representation of the second part of instructions used in the TRUE/FALSE Networking game;

FIG. 27c is a graphical representation of the third part of instructions used in the TRUE/FALSE Networking game;

FIG. 27d is a graphical representation of the fourth part of instructions used in the TRUE/FALSE Networking game;

FIG. 27e is a graphical representation of instructions used in the TRUE/FALSE Networking game for 10 or more players;

FIG. 27f is a graphical representation of classic color/shape cards used in the TRUE/FALSE Networking game;

FIG. 27g is a graphical representation of the first 16 suggested questions used in the TRUE/FALSE Networking game;

FIG. 27h is a graphical representation of the second 16 suggested questions used in the TRUE/FALSE Networking game;

FIG. 27i is a graphical representation of suggested questions used in the TRUE/FALSE Networking game for business/corporate/chamber of commerce;

FIG. 27j is a graphical representation of a suspect grid used in the TRUE/FALSE Networking game;

FIG. 27k is a graphical representation of the first set of speakeasy stabbing evidence words and final clue cards used in the TRUE/FALSE Networking game;

FIG. 27l is a graphical representation of the second set of speakeasy stabbing evidence words and final clue cards used in the TRUE/FALSE Networking game;

FIG. 27m is a graphical representation of a host story card used in the TRUE/FALSE Networking game;

FIG. 27n is a graphical representation of an evidence worksheet used in the TRUE/FALSE Networking game;

FIG. 28a is a graphical representation of instructions used in the EGG HUNT game;

FIG. 28b is a graphical representation of instructions to involve kids used in the EGG HUNT game;

FIG. 28c is a graphical representation of a first set of evidence words used in the EGG HUNT game;

FIG. 28d is a graphical representation of a second set of evidence words used in the EGG HUNT game;

FIG. 28e is a graphical representation of a third set of evidence words used in the EGG HUNT game;

FIG. 28f is a graphical representation of a host story card and instructions for playing the EGG HUNT game on Easter morning;

FIG. 28g is a graphical representation of suspect grid used in the EGG HUNT game;

FIG. 28h is a graphical representation of a thank you message used in the EGG HUNT game; and

FIG. 28i is a graphical representation of a final thank you message and instructions for finding Easter treats used in the EGG HUNT game.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT

Although the following detailed description contains specific details for the purposes of illustration, those of ordinary skill in the art will appreciate that variations and alterations to the following details are within the scope of the invention. Accordingly, the exemplary embodiments of the invention described below are set forth without any loss of generality to, and without imposing limitations upon, the claimed invention.

The inventive game has multiple game pieces including all or some combination of the following: name badges, cards of varying shape and color combinations identifying the players; cards of varying shape and color combinations identifying evidence used in the game, a standard die; and family game question cards inquiring about information. A list of suggested questions may be provided, as may be evidence worksheets, suspect grids, suspect lists, game story cards, and dry erase markers.

Referring now to FIG. 1, there is shown a block diagram of a flow chart of a Networking Format of the inventive game using the Evidence Version as opposed to the Alibi Version, described hereinbelow. In the Networking Format, players circulate to all of the people or places displaying the required Shape and Color Cards (FIG. 5) in an effort to collect the evidence either by exchanging answers to the “Question of the Game” with another player and then trading evidence, by visiting booths or other physical locations to find the evidence, or listening to a short presentation (e.g., in a trade show scenario). Each player's/location's secret piece of Evidence is found on the Evidence Card (FIG. 6) contained on the reverse side of the badge holding each player's/location's color/shape card. In this process, the players systematically receive a particular piece of secret evidence from each player or location, which they record on their Evidence Worksheet (FIG. 7). The players then use the Evidence to form four separate conclusions (one total conclusion for each color set of evidence) to rule out one or more suspects on a Suspect Grid (FIG. 8) and arrive at a final solution to the mystery. Evidence Worksheets and Suspect Grids may be different depending upon the theme of the game.

As mentioned hereinabove, the Networking format can be used:

-   -   (viii) in business settings such as chamber of commerce         meetings, networking events, company orientation events, company         scavenger hunts, holiday party games, or employee appreciation         events;     -   (ix) in collegiate settings such as Greek networking events, new         student orientation events, dormitory mixers, fundraising         scavenger hunts, campus building location scavenger hunts to         orient students to the campus layout, and other uses beneficial         to collegiate life;     -   (x) in children's school settings such as beginning of the year         student introductions, in the study of a certain subject whereby         the Question of the Game invokes discussion about a topic of         learning, in parent teacher association meetings to facilitate         interactions between teachers and parents, to provide a platform         for entertaining school fundraiser events, teacher orientations         or fun staff events, and other uses beneficial to classroom use;     -   (xi) in youth group settings such as scouting to facilitate         small or large camping events, to facilitate the introduction of         new scouts to a troop, to brainstorm a list of service projects         (a Question of the Game geared towards things that can help the         community), fundraisers for service projects or troop         activities, and related youth group events;     -   (xii) in wedding and bridal settings such as engagement parties,         showers, bachelor and bachelorette events, cocktail hours during         a reception (a travel related question will encourage guests to         mingle while creating a travel destination list for the new         couple) and other wedding related events and uses;     -   (xiii) for society and social events such as baby showers, wine         tastings, neighborhood parties, country club events, mom's         groups and other personal social events; and     -   (xiv) in food and beverage settings such as social mystery         events to introduce people to new friends, dating events, in         person social networking, themed events where the game is         licensed for a period of time, admission is charged, and prizes         are awarded to winners, much like trivia or karaoke events.         The Family Game format can be used in a variety of settings as         well, including:     -   (x) Neighborhood Gatherings     -   (xi) Small Scout Troops     -   (xii) Family Game Nights     -   (xiii) Vacations     -   (xiv) Holiday Gatherings     -   (xv) Office Team Building     -   (xvi) Small Collegiate Settings like Quads, Dorm Halls, and         Study Groups     -   (xvii) Children's School settings for small group work     -   (xviii) Other small groups wishing to know each other better         (e.g., Bridal, Youth, etc.)         Step 1: Two or more players are required for the game to begin,         although the best minimum number is 10. One or more players is         required for the scavenger hunt style, since players visit         locations to gather evidence.         Step 2: Players receive a badge or badges with a symbol and         color combination (FIG. 5) inserted facing out the front of the         badge and a piece of information required to solve the game         inserted facing out the back (FIG. 6). In the scavenger hunt         style, each location is marked by a symbol and color combination         with the evidence inserted so that it can be revealed by         flipping the badge around and viewing the back of the badge. If         fewer than the number of clues out in play are playing, cards         are divided evenly among the players. Leftover/odd Color/Shape         and Evidence pairs may be shared with all players at the start         of the game or, if there are many left over cards, they may be         distributed among players until they have all been distributed.         Step 3: Players obtain an Evidence Worksheet (FIG. 7) with a         Suspect Grid (FIG. 8) on the reverse side and a writing utensil         and visit the host to learn the “Question of the Game” (FIG. 9).         For the scavenger hunt style, there is no question of the game,         since the players complete their action to get the evidence by         visiting the locations.         Step 4: Player records the words behind the player's own symbol         and color combination card(s) in the appropriate space on the         Evidence Worksheet (FIG. 7) for that color and shape. For the         scavenger hunt style, this step is omitted.         Step 5: The players visit any other player wearing a different         symbol and color combination card(s) from their own, ask the         Question of the Game and, once the other player has answered the         question, share the words behind their own symbol and color         combination card(s) as a reward to the other player for sharing         their answer. For Scavenger hunt, simply record the evidence for         each location.         Step 6: The other players reciprocate and ask the Question of         the Game of the initiating player and, once the initiating         player has answered the question, share the words behind their         own symbol and color combination card(s) as a reward to the         initiating player for sharing the answer. The initiating player         records the words behind the other player's symbol and color         combination card(s) in the appropriate space on the Evidence         Worksheet (FIG. 7) for those colors and shapes. A new connection         is made as the two players share personal information with one         another. This step is omitted for the scavenger hunt version.

For some themes or applications of the networking game, the players may also be asked to record the answers that other players give to the Question of the Game. For example, students may be asked to record ideas if the game is being used as a brainstorming exercise, wedding attendees may be asked to record travel ideas in a list for the newlyweds to use in their married travels, and other such uses where the player records a piece of information he or she learns from another player or place visited as they gather evidence.

Step 7: Play continues in this fashion, with the players visiting other players or locations until all unique symbol/color combinations have been visited.

If more than one set of symbol/color combination cards are used to accommodate larger numbers of participants, players need only visit one of each symbol/color combination. All green squares, for example, would have the exact same evidence words on their reverse side.

Step 8: As players collect words through the connections they make, they record the word or words for each Evidence Card in the corresponding space on their Evidence Worksheet (FIG. 7). Once the evidence words for all Symbol/Color cards for a color are gathered, the words are deciphered to reveal the clue for each color set. The sentences are recorded in the space provided at the bottom of the Evidence Worksheet (FIG. 7). As players learn the evidence conveyed in a sentence, they use the revealed attribute to narrow down the suspect list by crossing off all suspects that do not fit the evidence. This process is repeated for each of the four pieces of evidence. See the example depicted in FIGS. 10A and 10B. Step 9: The suspect grid has 32 possible suspects. The first piece of evidence a player unscrambles identifies a possible 16 suspects, while eliminating the 16 suspects that do not exhibit that particular attribute. The second piece of evidence a player unscrambles identifies a possible eight suspects of the remaining 16, while eliminating the eight suspects that do not exhibit that particular attribute. The third piece of evidence a player unscrambles identifies a possible four suspects of the remaining eight, while eliminating the four suspects that do not exhibit that particular attribute. Finally, the fourth piece of evidence a player unscrambles identifies a possible two suspects of the remaining four suspects, while eliminating the two suspects that do not exhibit that particular attribute. Once a player has obtained all four pieces of evidence in play, he or she will have narrowed the suspects to a final two options. See the example depicted in FIGS. 10A and 10B. Step 10: The first player to find all four pieces of evidence approaches the host to verify the correctness of the four attributes and that the culprit, known to the host, is indeed one of the two remaining suspects on the Suspect Grid.

It is possible to unscramble the correct piece of evidence and then make an error transcribing this information on the Suspect grid. For example, often players can accidentally eliminate the suspects they should be ruling in for any given piece of evidence, resulting in a major error in their investigation. If the host reveals that they have something incorrect, it is up to the player to figure out the mistake and the player will not be allowed to learn the final clue until he or she demonstrates that their investigative skills are accurate.

Step 11: The first player to present the host with the correct four sentences that demonstrate the culprit is one of the two remaining suspects, receives the final piece of evidence from the host required to solve the game. In the simplified True/False and Scavenger Hunt versions, all clues are out in play and there is no need to visit the host. Step 12: Game play may end or continue, depending on the host's preference. Hosts may elect to allow a grand prize for the first player to solve the crime, with second, third, and consolation prizes, stop the play at one grand prize winner or even allow all correct solutions to be entered in a drawing for a random second prize winner, depending on the host's preferences and the setting of the event.

Referring now to FIG. 2, there is shown the Networking Format of the game using the Alibi Version, which is identical in gameplay to the Evidence Version except that the Alibi Version provides a list of suspects to the players and, as they acquire information by playing the game, they learn which suspects have an Alibi for the time of the crime, with the remaining name, after all of the suspects with Alibis have been ruled out, representing the culprit.

The steps of the Networking Format Alibi Version of the game are as follows: Step 1: One or more players are required for the scavenger hunt style, since players visit locations to gather Alibis. Step 2: Players receive a badge with a symbol and color combination (FIG. 5) facing out and a name or other noun facing the back (FIG. 11). In the scavenger hunt style, each location is marked by a symbol and color combination with the Alibi inserted so that it can be revealed by flipping the badge around and viewing the back of the badge. If fewer players are playing than the number of Alibis in play, cards are divided evenly among the players. Leftover/odd Color/Shape and Alibi pairs may be shared with all players at the start of the game or, if there are many left over cards, they may be distributed among players until they have all been distributed.

In certain versions of this game, culprits may be animals or other characters in the game theme that are not represented by proper names, but rather other nouns, such as animals in a zoo, or bugs at a picnic, etc.

Step 3: Players obtain an Alibi Worksheet (FIG. 12) with a suspect list at the bottom, and a writing utensil. They visit the host to learn the “Question of the Game” (FIG. 9). For the scavenger hunt style, there is no question of the game, since the players complete their action to get the Alibis by visiting the locations. Step 4: The player records the Alibi(s) behind the player's own symbol and color combination card(s) in the appropriate space on the Alibi Worksheet (FIG. 12) for that/those color(s) and shape(s) and crosses that/those Alibi(s) off of the list of Suspects. For scavenger hunt style, this step is omitted. Step 5: The players visit any other player wearing different symbol and color combinations from their own, ask the Question of the Game and, once the other player has answered the question, the player shares the name or other noun behind their own symbol and color combination card(s) as a reward to the other player for sharing their answer. For a scavenger hunt, the players simply record the Alibi for each location. Step 6: The other players reciprocate and ask the Question of the Game of the initiating player and, once the initiating player has answered the question, share the name or other noun behind their own symbol and color combination card(s) as a reward to the initiating player for sharing the answer. A new connection is made as the two players share personal information with one another. For a scavenger hunt, the players simply record the Alibi for each location.

For some themes or applications of the Networking format, the players may also be asked to record the answers that other players give to the Question of the Game. For example, students may be asked to record ideas if the game is used as a brainstorming exercise, wedding attendees may be asked to record travel ideas in a comprehensive list for the newlyweds to use in their married travels, and players can record other pieces of information they learn from another player or place they visit in order to gather Alibis to eliminate from their suspect list.

Step 7: Play continues in this fashion, with the players visiting other players or locations with the symbols and color combinations different from their own. As players collect names or other nouns through the connections they make or places they visit, they record the name or other noun for each card in the corresponding space on their Alibi Worksheet. In this version of the game, it is not necessary to gather and decipher the clues pertaining to a color, since Alibis are being eliminated instead of gathering evidence. The answer grid is instead used to keep track of who/where players have already visited and who/where they still must visit. As players gather Alibis, they continuously cross off suspects until only one suspect remains.

If more than one set of symbol and color combination cards are used to accommodate larger numbers of participants, players need only visit one of each symbol and color combination, as identical color/shape combinations will have identical Alibis behind them.

Step 8: The first player to find all suspects with Alibis approaches the host to confirm that he or she has identified the correct culprit and, if correct, has solved the game.

It is possible to accidentally cross off the wrong name and make an error transcribing information to the suspect list. If the host tells a player that he or she has accused the wrong suspect, the player must return to the pool of Alibis to discover the mistake.

Step 9: Game play may end or continue, depending on the host's preference. Hosts may elect to allow a grand prize for the first player to solve the crime, with optional second, third and consolation prizes, stop the play at one grand prize winner or even allow all correct solutions to be entered in a drawing for a random second prize winner depending on the host's preferences and the setting of the event.

Referring now to FIG. 3, there is shown the Family format of the game using an Evidence Version. In the Family format, the players take turns in a clockwise rotation rolling the die and answering a question from the card that is drawn corresponding to each player's roll. If the player rolls a one, the player must draw a Fun card (FIG. 13). If the player rolls a two, the player must draw a Zen card (FIG. 13). Likewise, if the player rolls a three, the player must draw a Reflect card (FIG. 13), and a roll of four requires that the player draw a Story card (FIG. 13). Rolling a five results in the loss of that player's turn, and rolling a six requires the rolling player to roll again until a number other than five or six is rolled. Then the rolling player must choose another player to answer the same question and also receive evidence. In other themed expansion packs, Fun, Zen, Reflect and Story may be given different category names.

After any roll other than a five, the question is read aloud by the player whose turn is next in sequence. FIGS. 14 (Fun), 15 (Zen), 16 (Reflect) and 17 (Story) list a representation of the types of questions that may be found within each category of question, respectively. Once the player whose turn it is has answered the question with a corresponding short fact or piece of personal information (Fun card); an example of personal growth, a life experience, or travel story (Zen card); a personal thought or opinion (Reflect card); or shared a personal story (Story card); that player may look at the back of the number of Evidence Cards corresponding to the player's roll and record information on the Family Game Evidence Worksheet (FIG. 21). By collecting enough evidence, a player ultimately arrives at the solution to the mystery. In other themed expansion packs, Fun, Zen, Reflect and Story may be given different category names.

Referring now to FIGS. 18A and 18B, there is shown the setup for the Family Format Evidence Version.

Setup Step 1: The ten Evidence Cards (FIG. 19) are separated into their five matching pairs. Each pair is shuffled and one card from each pair is randomly chosen to be included as the five pieces of evidence for the game. Setup Step 2: The five Randomly Chosen Evidence Cards are set in a pile face down on the game surface. The five remaining pieces of evidence are returned to the game box for use at a different time. Before declaring that he or she has solved the mystery at the end of the game, that person also consults these cards to confirm that the evidence has been recorded correctly, since the remaining cards are the exact opposite of the ones in play. Setup Step 3: The 11 Decoy Cards (FIG. 20) are added to the five Evidence Cards from FIG. 18, Step 1, to form a set of 16 cards, remaining face down. Setup Step 4: The 16 cards are shuffled and arranged face down on the play area in a 4×4 grid. Setup Step 5: The four Question Card Stacks are removed from the Game box. Each stack may be shuffled, but that is not necessary. The stacks are separated in four separate stacks according to Question Category (Fun, Zen, Reflect, Story) and placed face down on the playing surface. Setup Step 6: Once the Evidence Cards and Question Cards have been set up, each player receives a dry erase marker and a laminated, two-sided Evidence Worksheet, one side for recording the Evidence (FIG. 21) and the other side being the Suspect Grid (FIG. 8).

Game Play

The steps of the Family Format Evidence Version of the game are as follows: Step 1: Two to ten players are required for the game to begin. The suggested minimum player age is six years old; however, players must be able to read to play this game. Players older than six will have an easier time answering the questions, since many questions involve longer life experience. Step 2: Play begins with the youngest player and continues in clockwise order. The first player rolls the die and takes the appropriate action according to the roll. Step 3: The player to the rolling player's left reads a card from the appropriate question category, as indicated by the roll. Step 4: The rolling player answers the question to the best of his or her ability, keeping in mind that they are expected to provide more details as the value of the roll increases. Rolling a one means a short answer to the question is all that is required, but rolling a four means a short story is expected. Step 5: Once the rolling player has answered the question, they may look at the appropriate number of cards in the play area, equal to the roll/value of the question card.

Players may employ whatever strategy they wish when deciding which cards to look at, but may not “re-look” at a card if they accidently uncover one they have already seen. Some of the cards are decoy cards. The players should attempt to remember which ones are decoys so they do not waste a turn looking at them again.

Step 6: The player records the results they find behind the card(s) on the Evidence Worksheet in any secret manner they wish, or they may record nothing and commit the list to memory. Step 7: Players use the evidence to identify and eliminate various suspects depending on the attributes they find when they uncover real evidence (FIGS. 22A and 22B). Step 8: Play continues until a player makes the following announcement: “I have solved the mystery!” At that time, the announcing player must check the remaining evidence cards not used during set up to confirm all of the correct suspects have been eliminated and that the announcing player's evidence is correct. If the player finds that he or she is incorrect, that player is eliminated from the game and play continues to their left. The next person to make the announcement proceeds to check the remaining evidence. If that player finds that he or she is correct, they announce the solution and end the game.

Referring now to FIG. 4, there is shown the Family format of the game using the Alibi Version. In the Family format, the players take turns in a clockwise rotation rolling the die and answering a question from the card that is drawn corresponding to each player's roll. If the player rolls a one, the player must draw a Fun card (FIG. 13). If the player rolls a two, the player must draw a Zen card (FIG. 13). Likewise, if the player rolls a three, the player must draw a Reflect card (FIG. 13), and a roll of four requires that the player draw a Story card (FIG. 13). Rolling a five results in the loss of that player's turn, and rolling a six requires the rolling player to roll again until a number other than five or six is rolled. Then the rolling player must choose another player to answer the same question and also receive an Alibi or other noun. In other themed expansion packs, Fun, Zen, Reflect, and Story may be given different category names.

After any roll other than a five, the question is read aloud by the player whose turn is next in sequence. Once the player whose turn it is has answered the question with a corresponding short fact or piece of personal information (Fun card), an example of personal growth, a life experience, or travel story (Zen card), a personal thought or opinion (Reflect card), or shared a personal story (Story card), that player may look at the back of the number of Alibi cards equivalent to the player's roll and cross off the names of the Alibis they learn on their Alibi Worksheet (FIG. 24). FIGS. 14 (Fun), 15 (Zen), 16 (Reflect) and 17 (Story) list a representation of the types of questions that may be found within each category of question, respectively. By collecting enough Alibis, a player ultimately arrives at the solution to the mystery. In other themed expansion packs, Fun, Zen, Reflect, and Story may be given different category names.

Setup for Family Format Alibi Version (FIG. 23)

The Steps of the Family format of the game using the Alibi version are as follows: Setup Step 1: The 17 Alibi cards (FIG. 25) are placed face down in a pile and shuffled. Setup Step 2: The players draw one card without looking at it and places it face down in a clear plastic sleeve labeled “Jail.” Setup Step 3: The remaining 16 cards from Setup Step 2 are arranged face down, with the side labeled “Click” side up, in the center of the play area in a 4×4 grid. Setup Step 4: The four question card stacks are removed from the game box and separated into four separate stacks by question category and placed face down on the playing surface. Setup Step 5: Once the Alibi cards and Question cards have been set up, each player is given a laminated Alibi Worksheet (FIG. 24) and a dry erase marker.

Game Play

Step 1: Two to ten players are required for the game to begin. The suggested minimum player age is six years old; however players must be able to read to play this game. Players older than six will have an easier time answering the questions, since many questions involve longer life experience. Step 2: Play begins with the youngest player and continues in clockwise order. The first player rolls the die and takes the appropriate action according to the roll. Step 3: The player to the rolling player's left reads a card from the appropriate question category, as indicated by the roll. Step 4: The rolling player answers the question to the best of his or her ability, keeping in mind that they are expected to provide more details as the value of the roll increases. For example, rolling a one means a short answer to the question is all that is required, but rolling a four means a short story is expected. Step 5: Once the rolling player has answered the question, he or she may look at the appropriate number of cards in the play area, equal to the roll/value of the question card.

Players may employ whatever strategy they wish when deciding which cards to look at, but may not “re-look” at a card if they accidently uncover one they have already seen.

Step 6: The player records the results found on the Alibi worksheet in any secret manner, or may record nothing and commit the list to memory. Step 7: Play continues until a player makes the following announcement: “I think I know who has no Alibi for the crime!” At that time, the announcing player must write the name of the suspect at the bottom of the Alibi worksheet and retrieve the Alibi card from Jail to confirm that all of the correct suspects with Alibis have been eliminated. If incorrect, the player is eliminated from the game and the next person to make the announcement proceeds to check who is in Jail. If correct, the player announces the solution, shows the rest of the players that the suspect matches the name he or she wrote at the bottom of the card, which is the name in Jail, and ends the game.

It should be noted that, for both versions of the Family Game, some players might feel uncomfortable answering certain questions or they may conjure a difficult memory. Therefore, players can exercise an option to “pass the buck” and give their question and chance to look at as many cards to another player of the game if they feel unable to answer a question for any personal reason. Such players have this option only once per game.

In addition to the games described hereinabove, three simplified versions of the relationships games are also disclosed, as follows.

Referring now to FIGS. 26a-26d , a SCAVENGER HUNT version of the Evidence game is a simplified variation thereof. In the SCAVENGER HUNT version, clues are placed at locations instead of on people. Ten clues in True/False style are provided to simplify set up and shorten game play. Any number of people can play this SCAVENGER HUNT game. Specifically, FIG. 26a is a graphical representation of clues used in the SCAVENGER HUNT game; FIG. 26b is a graphical representation of an evidence worksheet used in the SCAVENGER HUNT game; FIG. 26c is a graphical representation of instructions used in the SCAVENGER HUNT game; and FIG. 26d is a graphical representation of a host story card used in the SCAVENGER HUNT game.

Referring now to FIGS. 27a-27n , a TRUE/FALSE Networking game version has a total of ten clues in play, which can be repeated for as many groups of ten people as are playing. For example, if 100 people are playing, ten identical clues are in play for each color/shape combination. Each player need share stories with one (not all ten) of the people wearing a particular shape and color. This version of the Networking game allows for quicker play, simpler set up, etc. Specifically, FIG. 27a is a graphical representation of the first part of instructions used in the TRUE/FALSE Networking game; FIG. 27b is a graphical representation of the second part of instructions used in the TRUE/FALSE Networking game; FIG. 27c is a graphical representation of the third part of instructions used in the TRUE/FALSE Networking game; FIG. 27d is a graphical representation of the fourth part of instructions used in the TRUE/FALSE Networking game; FIG. 27e is a graphical representation of instructions used in the TRUE/FALSE Networking game for more than 10 players; FIG. 27f is a graphical representation of classic color/shape cards used in the TRUE/FALSE Networking game; FIG. 27g is a graphical representation of the first 16 suggested questions used in the TRUE/FALSE Networking game; FIG. 27h is a graphical representation of the second 16 suggested questions used in the TRUE/FALSE Networking game; FIG. 27i is a graphical representation of suggested questions used in the TRUE/FALSE Networking game for business/corporate/chamber of commerce; FIG. 27j is a graphical representation of a suspect grid used in the TRUE/FALSE Networking game; FIG. 27k is a graphical representation of the first set of speakeasy stabbing evidence words and final clue cards used in the TRUE/FALSE Networking game; FIG. 27l is a graphical representation of the second set of speakeasy stabbing evidence words and final clue cards used in the TRUE/FALSE Networking game; FIG. 27m is a graphical representation of a host story card used in the TRUE/FALSE Networking game; and FIG. 27n is a graphical representation of an evidence worksheet used in the TRUE/FALSE Networking game.

Referring now to FIGS. 28a-28i , an EGG HUNT game, “Mr. Floppity Lost His Hippety Hoppity Cooperative Easter Egg Hunt” is provided. The EGG HUNT game is a classic sentence style game. Clues are hidden in Easter eggs instead of on people or at locations. Children of all ages work together to gather eggs, sort the clues by color, and place them in order to decipher sentences. Specifically, FIG. 28a is a graphical representation of instructions used in the EGG HUNT game; FIG. 28b is a graphical representation of instructions to involve kids used in the EGG HUNT game; FIG. 28c is a graphical representation of a first set of evidence words used in the EGG HUNT game; FIG. 28d is a graphical representation of a second set of evidence words used in the EGG HUNT game; FIG. 28e is a graphical representation of a third set of evidence words used in the EGG HUNT game; FIG. 28f is a graphical representation of a host story card and instructions for playing the EGG HUNT game on Easter morning; FIG. 28g is a graphical representation of suspect grid used in the EGG HUNT game; FIG. 28h is a graphical representation of a thank you message used in the EGG HUNT game; and FIG. 28i is a graphical representation of a final thank you message and instructions for finding Easter treats used in the EGG HUNT game.

Since other modifications and changes varied to fit particular operating requirements and environments will be apparent to those skilled in the art, the invention is not considered limited to the example chosen for purposes of disclosure and covers all changes and modifications which do not constitute departures from the true spirit and scope of this invention.

Having thus described the invention, what is desired to be protected by Letters Patent is presented in the subsequently appended claims. 

What is claimed is:
 1. A networking relationships game for playing by a plurality of players each assuming the roles of detectives, the players each following a multitude of clues to determine the culprit who has committed the described crime, the game comprising, in combination: a) a plurality of name badges of players, each of the name badges comprising a unique symbol and color combination on the face thereof, and a clue required to solve the game inserted facing the back of each badge; b) means for attaching the name badges to players; c) a worksheet for every player, the worksheet having a grid of colors and shapes and a writable surface; d) a first set of cards, each having printed thereon a different shape and color combination, each shape and color combination identifying a player/location to allow every player to document on the worksheet which other players/locations they have visited during game play; e) a second set of cards, each having at least one word which comprise a full clue for each color set, to be transferred to players' worksheets in a suitable position on the worksheet grid of colors and shapes of each player visited during game play; f) an Evidence version of the game comprising: (i) clues to lead each player to assign predetermined attributes to a suspect, the attributes comprising at least one of a group of attributes consisting of: personal traits, personal descriptions, personal appearances, physical characteristics, clothing type, shoe type and attributes thereof, personal possessions, types of electronics used by the suspect, where the suspect is from based upon traits and name of that location, personal preferences, any item the suspect uses to compensate for a disability, age, level in a team, level in a business, level in school, genetic description, attribute, item the suspect is wearing on any part of the body, an item the suspect owns, an item the suspect cares for, the type of creature the suspect cares for, the sound made by the suspect, the sound made by a creature, a type of product used by the suspect and description thereof, a type of service used by the suspect and description thereof, a type of machinery used by the suspect and description thereof, an instrument used by the suspect and description thereof, a type of currency, a type of item consumed by the suspect and description thereof, a tool used by the suspect and description thereof, a leisure activity suspect engages in, an activity the suspect engages in, the level of the suspect in an activity, the vocation, the accent origin, and gender of the suspect; (ii) an Evidence Worksheet for each player for recording clues; (iii) a Suspect Grid for ruling out suspects using conclusions determined with player-provided clues on each player's worksheet; and (iv) a writing utensil; the suspect grid comprising 32 possible suspects so that a first uncovered clue is used by a player to identify a possible 16 suspects based on a first attribute, eliminating 16 suspects that do not exhibit the first attribute, and so that a second uncovered clue is used by a player to identify a possible eight suspects based on a second attribute, eliminating eight suspects that do not exhibit the second attribute, and so that a third uncovered clue is used by a player to identify a possible four suspects based on a third attribute, eliminating four suspects that do not exhibit the third attribute, and so that a fourth uncovered clue is used by a player to identify a possible two suspects based on the fourth attribute, while eliminating two suspects that do not exhibit the fourth attribute, and a fifth uncovered clue is used by a player to identify the final suspect, eliminating the last suspect that does not exhibit the fifth attribute; g) an Alibi version of the game comprising a list of suspects and which is substantially identical in gameplay to the Evidence version of the game, except that as players acquire information directly identifying suspects by playing the game, to learn which suspects have an Alibi for the time of the crime, the remaining suspect, after all of the suspects with Alibis have been ruled out, representing the culprit; h) a “Question of the Game” asked of each player, the Question of the Game pertaining to at least one piece of personal information chosen from a group of characteristics consisting of: the player in a social setting, a business strategy to be shared, a story from the past of the suspect, a service project, a brainstorming exercise, passions of the suspect, thoughtful gifts, funny stories, silly stories, heartwarming stories, stories of fulfillment, stories of strange experiences, awards or recognitions, service to the community, service to individuals, avoidance of trouble, current events, past events, proud moments, stories from the recent past, stories from the distant past, stories that inspired the suspect, experiences that inspired the suspect, aspirations, accomplishments, new experiences, hard work, surprises, family members, family traditions, past living environments, past living situations, teachers, coaches, significant historical figures, an inspirational famous person, holiday memories, gratitudes, movies, stories, preferences, embarrassing moments, meaningful work, little known facts about the suspect, exciting life situations, lessons learned, a person from whom a lesson was learned, acts of kindness the suspect has witnessed, travel destinations, travel memories, travel aspirations, something in the world that should be changed, miracles, strategies, books, faith, activities for relaxation, extracurricular activities, music, theatre, childhood memories, the outdoors, client experiences, sales, new skills, new techniques, podcasts, seminars, conferences, motivation, experiences with staff members; experiences with mentees, college, trade school, continuing education, high school days, and physical fitness; i) whereby the first player to identify all five clues and to demonstrate that the correct culprit is one of the two remaining suspects, receives the final clue from the host required to solve the game; j) whereby new relationships are formed and existing relationships are deepened by accomplishing an assigned task within the game, using the players' personalities, traits, emotions, and opinions; and k) a Scavenger Hunt version comprising a Suspect Grid for each player and a plurality of physical items each placed in a physical location and containing a piece of information so that players gather clues by visiting the locations and ultimately ruling out suspects on their Suspect Grid to determine a final culprit.
 2. The networking relationships game in accordance with claim 1, wherein a TRUE/FALSE simplified game is provided.
 3. A family relationships game for playing by a plurality of players each assuming the roles of detectives, the players each following a multitude of clues to determine the culprit who has committed the described crime, the game comprising, in combination: a) at least one of a set of chance devices consisting of a standard die, a random number generator, a multi-sided decimal die, and a wheel with a spinner, the wheel having numerical indicia printed thereon; b) a writable worksheet for each player, a suspect grid for each player, a suspect list for each player, a first set of game question cards, a set of cards on which are printed clues, a set of decoy cards containing words similar in length and letter combination to the actual clue cards and a writing utensil for each player to solve a mystery; c) an Evidence version of the game comprising: (i) clues to lead each player to assign predetermined attributes to a suspect, the attributes comprising at least one of a group of attributes consisting of: personal traits, personal descriptions, personal appearances, physical characteristics, clothing type, shoe type and attributes thereof, personal possessions, types of electronics used by the suspect, where they are from based upon traits and name of that location, phone type, personal preferences, any item the suspect uses to compensate for a disability, level in team, level in business, level in school, genetic description, attribute, an item the suspect is wearing on any part of the body, something the suspect owns, something the suspect cares for, type of creature the suspect cares for, sound made by the suspect, sound made by a creature, type of product used by the suspect and description thereof, type of service used by the suspect and description thereof, type of machinery used by the suspect and description thereof, instrument used by the suspect and description thereof, type of currency, type of item consumed by the suspect and description thereof, tool used by the suspect and description thereof, leisure activity suspect engages in, activity suspect engages in, level in an activity, vocation, accent origin, and gender; (ii) an Evidence Worksheet for each player for recording clues; (iii) a writing surface having a Suspect Grid printed thereon for ruling out suspects using conclusions determined during game play on each player's worksheet; and (iv) a writing utensil; the suspect grid comprising 32 possible suspects so that a first uncovered clue is used by a player to identify a possible 16 suspects based on a first attribute, eliminating 16 suspects that do not exhibit the first attribute, and so that a second uncovered clue is used by a player to identify a possible eight suspects based on a second attribute, eliminating eight suspects that do not exhibit the second attribute, and so that a third uncovered clue is used by a player to identify a possible four suspects based on a third attribute, eliminating four suspects that do not exhibit the third attribute, and so that a fourth uncovered clue is used by a player to identify a possible two suspects based on the fourth attribute, while eliminating two suspects that do not exhibit the fourth attribute and finally a fifth uncovered clue is used by a player to identify the final suspect, eliminating the last suspect that does not exhibit the fifth attribute; d) an Alibi version of the game comprising a list of suspects and which is substantially identical in gameplay to the Evidence version of the game, except that as players acquire clues by playing the game, the players learn which suspects have an Alibi for the time of the crime, the remaining suspect, after all of the suspects with Alibis have been ruled out, representing the culprit; e) a set of questions comprising at least one of a group of personal questions consisting of: topics that players in a range of ages can answer involving easy to answer fun personal questions, more in-depth personal questions, questions requiring reflection, and questions requiring players to share a personal story, and themed versions for an audience comprising at least one sort of player chosen from a set of players consisting of groups of people with shared values and interests for which the theme of the game is suitable. f) whereby the first player to determine the culprit wins the game; and g) whereby new relationships are formed and existing relationships are deepened by accomplishing an assigned task within the game, using the players' personalities, traits, emotions, and opinions.
 4. The family relationships game in accordance with claim 4, wherein a simplified SCAVENGER HUNT game is provided.
 5. The family relationships game in accordance with claim 4, wherein a simplified EGG HUNT game is provided. 